You are here

Aile Eğitim Programları ve Etkililiği: Dünyada Neler Uygulanıyor?

Parent Education Programs and Their Effectiveness: What Type of Programs are Implemented in the World?

Journal Name:

Publication Year:

Abstract (2. Language): 
The quality of early childhood education is increased by involvement of family in the education of child. It is required the cooperation of the school and parents to identify the child to improve new strategies in her/his education and encourage her/his development. Moreover to carry on the school education in daily life enhances stability of school education. Therefore, studying with family is important as parents to accept the responsibility for their children. From this point of view, in this study, it is aimed to contribute to the relevant literature by examining the studies that focus on exposing and gathering the effectiveness of the parent education programs which are used in abroad. This study that is thought to illustrate the researchers studying parent education is a collect study. In the light of this study, supporting parents about the education of child are suggested.
Abstract (Original Language): 
Okulöncesi eğitimin kalitesi, çocuğun eğitimine ailelerin de katılması ile arttırılabilir. Çocuğu tanımak ve eğitiminde yeni stratejiler geliştirmek, gelişimini desteklemek için aile ile okulun birlikte çalışması gerekir. Ayrıca, okulda verilen eğitimin, okul dışındaki hayatta da sürdürülmesi, eğitimin kalıcılığını arttıracağı için, aileyle işbirliği içinde hareket etme; çocuğun gelişiminde, ailenin üzerine düşen görevleri bilmesi ve yerine getirmesi önem taşımaktadır. Bu düşünceden hareketle, bu çalışmada, yurt dışında uygulanan farklı aile eğitim programlarının etkililiğini ortaya koymaya çalışan araştırmaları inceleyip bir araya toplayarak ilgili literatüre katkıda bulunmak amaçlanmış ve konu ile ilgili son yıllarda yapılan araştırmaların bir kısmı özetlenmiştir. Aile eğitimi ile ilgili çalışan araştırmacılara ve uygulayıcılara ışık tutacağı düşünülen bu çalışma bir derleme çalışmasıdır. Bu çalışmanın ışığında, ülkemizde de ailelerin eğitim ihtiyaçlarının karşılanması ve çocuğun eğitiminde ailelerin de desteklenmesine yönelik önerilerde bulunulmuştur.
1-12

REFERENCES

References: 

Barcenas, M. G.
(2005)
. Parenting education curriculum for parent educators at public schools. Doktora Tezi, California State University, Long Beach, USA.
Bryan, G. M., DeBord, K., Schrader, K. (2006). Building a professional development system: a case study of North Carolina's parenting education experiences. Child Welfare, 75 (5), 803¬818.
Bushfield, S. (2004). Fathers in prison: impact of parenting education. The Journal of
Correctional Education. 55 (2), 139-147. Cheng, S. H. (2004). Factors that influence the effectiveness of a parenting program for asians
and pacific islanders. Doktora Tezi, Utah State University, Logan, Utah, USA. Gunderson, T. (2004). The use of stres management in combination with parent training: an
intervention study with parents of preschool children. Doktora Tezi, Utah State University,
Logan, Utah, USA.
Holt, M. L. (2006). Influence of of head start on parent education: a pilot study. Yüksek Lisans
Tezi, Morgan State University, USA.
Jacobson
, A. L., Engelbrecht, J. (2000). Parenting education needs and preferences of parents of
young children. Early Childhood Education Journal, 28(2), 104-116. Magill-Evans, J. ve Diğerleri (2007). Effects of parenting education on first-time fathers' skills in
interactions with their infants. Fathering, 5(1), 42-57. Maloney, R. (2005). Cultivating mindful parenting during marital transition: an initial evaluation
of the mindful parenting program. Doktora Tezi, The University of Lowa, USA. Mitchell, A. B. (2006). A case of parent involvement in a suburban Western Pennsylvania
elementary school and their perceptions of the No Child Left Behind Act of 2001. Doktora
Tezi,
Indian
a University of Pennsylvania, USA. Naik-Polan, A. J. (2004). The effectiveness of a dyadic parent training intervention with high risk
families: generalization to the home. Doktora Tezi, DePaul University, Chicago, Illinois,
USA.
Nicholson, B., Anderson, M., Fox, R., Brenner, V. (2002). One family at a time: a prevention
program for at-risk parents. Journal of Counseling & Development. 80(3), 362-371. Östberg, M. (2005). Can a child-problem focused intervention reduce mothers' stress?. Parenting:
Science and Practice. 5(2), 153-174. Ritter, K. B. (2003). An exploration of mothers' perceptions of the value from attending an
adlerian study group based on the active parenting today program. Doktora Tezi, Georgia
State University, Atlanta, Georgia, USA. Sigel, B. A. (2006). An evaluation of a berief parent training program for increasing parenting
knowledge and self-efficacy while increasing approval of nurturing parenting practices and
decreasing approval of ineffective practices. Yüksek Lisans Tezi, Oklahoma State
University, USA.
Simpkins, S. D., Weiss, H. B., McCartney, K., Kreider, H. M., Dearing, E. (2006). Mother -child relationship as a moderator of the relation between family educational involvement and child achievement. Parenting: Science and Practice. 6(1), 49-57.
Short, L., A. (2006). Impact of the effective black parenting program on the behavior problems of african american preschool children. Yüksek Lisans Tezi, Maryland University, USA .
Tuijl C. V. ve Leseman, P. P. M. (2004). Improving mother-child interaction in low-income Turkish-Dutch families: a study of mechanisms mediating improvements resulting from participating in a home-based preschool intervention program. Infant and Child
Development. 13: 323-340.

Thank you for copying data from http://www.arastirmax.com